Sleep Versus Mood

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  HE.5.B.5.4: Select a healthy option when making decisions for yourself and/or others.

  HE.5.B.5.3: Compare the potential short-term impact of each option on self and others when making a health-related decision.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “No Sleep, No Problem?” See CPALMS resource ID# 209594.

• Career Connection

  
  

  In this lesson students will problem solve, understand the importance of time management and discuss appropriate ways to communicate while processing emotions.

• Learning Objectives

  
  

  Students will be able to:

  • Collect and represent data based on the number of hours they sleep.
  • Create a line graph using hours asleep data.
  • Compare how hours of sleep relates to their daily moods.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Collect and represent data on a line graph.
  • Represent fractional numerical values such as ½ and ¼.

• Guiding Questions

  
  
  • What are the benefits of getting enough sleep?
  • How can your mood be impacted by the amount of sleep you get?

• Procedure

  
  
  1. To introduce the lesson, pose the following guiding question to students: What are some things that could prevent you from having a good night’s sleep?
  • • This could be answered using available technology to record student responses. The question could also be written on chart paper and students can write their responses on post-it notes and stick them to the paper.
    • Follow-up whole group discussion questions could include:
      • How do you know if you've gotten enough sleep?
      • How could you change your habits to make sure you get enough sleep?
      • How do you feel the next day after not having a good night's sleep?
  2. Have students take out their recorded data on the Sleep and Mood Tracker Handout from the previous week. This data sheet was used to record the amount of sleep students got for the week as well as their corresponding moods the next day upon awakening.
  • • Have students transfer their data from the Sleep and Mood Tracker Handout to the Sleep Data Sheet Handout.
    • Using the Sleep Data Sheet as a guide, students will create a line graph based on the information from their data sheet. (See teacher notes for example of how the graph could be constructed.)
  3. Distribute the case study, No Sleep, No Problem? CPALMs Resource ID# 209594, and allow students time to read the case study, with their shoulder partner.

  Display the following suggested questions for students to discuss with their shoulder partners during and after reading the case study. Students can also create their own open-ended discussion questions about the case study.

  • • How can having too much or too little sleep affect one’s emotional state?
    • In what situations can having too much sleep be a bad thing?
    • What appropriate measures could be taken to deal with a friend that has been negatively affected by having too little sleep?
    • What could Daniel have done differently to get more sleep?
  4. To bring the lesson to a close, ask students to review their data sheet and their line graphs and complete a quick write exit ticket via an online discussion board.
  • • Prompt: After revisiting your line graph, reflect on which of the days on your graph would correspond with Daniel's mood and explain why on the online discussion board.

• Teacher Notes

  
  
  • For this lesson, students will be using their Sleep and Mood Tracker Handout from the previous week. Students should have at least 7 days' worth of data recorded prior to starting this lesson.
  • On available technology, students will create a line graph within a word document. The X-axis will represent the days of the week. The Y-axis will represent the total number of hours slept. The graph should be titled and labeled correctly.

• Optional

  
  

  Extension Ideas:

  • Students can research the effect of too much screen time on a kid’s brain.